1. Similarities to my current programme of work Teaching of relevant strategies to be used whenever pupils listen and talk with others (e.g. one person speaking at a time/ eye contact etc…) Range of activities which encourage pupils within realistic contexts to listen to and collaborate with other pupils - sharing information, knowledge, experiences and opinions. Similarities to my current programme of work Teaching of relevant strategies to be used whenever pupils listen and talk with others (e.g. one person speaking at a time/ eye contact etc…) Range of activities which encourage pupils within realistic contexts to listen to and collaborate with other pupils - sharing information, knowledge, experiences and opinions. Similarities to my current practice Revisit prior learning/ summarise key points of previous lessons Make connections between new learning and how it can be used in real situations for real purposes – link to strategies used in teaching of 1st language Encourage pupils to bring and discuss prior knowledge of given topics and build on this. Use non-verbal gestures to support comprehension. Transfer skills developed in other curricular areas Interact regularly offering support and encouragement Encourage pupils to learn / work/ evaluate collaboratively Transfer teaching strategies / conventions used in teaching and learning of language and other curricular areas Similarities to my current practice Revisit prior learning/ summarise key points of previous lessons Make connections between new learning and how it can be used in real situations for real purposes – link to strategies used in teaching of 1st language Encourage pupils to bring and discuss prior knowledge of given topics and build on this. Use non-verbal gestures to support comprehension. Transfer skills developed in other curricular areas Interact regularly offering support and encouragement Encourage pupils to learn / work/ evaluate collaboratively Transfer teaching strategies / conventions used in teaching and learning of language and other curricular areas How I might make use of ICT Provide effective learning experiences and opportunities for INTERACTION / language consolidation / peer evaluation - Simple Podcasts / video tapes/ audio tapes/iPods / Mp3 / Personal stereo for private listening and reinforcing (Provision of transcripts may be of benefit) E-twinning – to link up with / learn from and about / observe pupils from the country where the language being learned is spoken How I might make use of ICT Provide effective learning experiences and opportunities for INTERACTION / language consolidation / peer evaluation - Simple Podcasts / video tapes/ audio tapes/iPods / Mp3 / Personal stereo for private listening and reinforcing (Provision of transcripts may be of benefit) E-twinning – to link up with / learn from and about / observe pupils from the country where the language being learned is spoken How I might change my programme of work Activities which focus on language patterns and structures and which promote enjoyment e.g. short plays and stories, rap, competitions, games Short role plays / Art and Craft activities / realistic contexts which are relevant to pupils / of their choice - use these to focus on key language such as time phrases, prepositions, questions, commands etc. Short stories / poems / TV programmes etc. which reflect a wide range of cultures and develop pupils’ thinking and understanding. How I might change my programme of work Activities which focus on language patterns and structures and which promote enjoyment e.g. short plays and stories, rap, competitions, games Short role plays / Art and Craft activities / realistic contexts which are relevant to pupils / of their choice - use these to focus on key language such as time phrases, prepositions, questions, commands etc. Short stories / poems / TV programmes etc. which reflect a wide range of cultures and develop pupils’ thinking and understanding. How I might make links to other themes / curricular areas CITIZENSHIP: central aims of respecting / caring for /listening to others / confident communicators in local, regional, national and international settings / intercultural awareness / negotiation of rights and responsibilities in order to experience the nature of the democratic process that underpins 21st century Europe-link to Social Subjects ENTERPRISE: apply knowledge and skills in a creative and enterprising manner (e.g. Communication/problem solving/reasoning etc.. ) HEALTH and WELLBEING: Explore and discuss using relevant contexts how the country where the language I am learning promote these / confident attitude to learning. How I might make links to other themes / curricular areas CITIZENSHIP: central aims of respecting / caring for /listening to others / confident communicators in local, regional, national and international settings / intercultural awareness / negotiation of rights and responsibilities in order to experience the nature of the democratic process that underpins 21st century Europe-link to Social Subjects ENTERPRISE: apply knowledge and skills in a creative and enterprising manner (e.g. Communication/problem solving/reasoning etc.. ) HEALTH and WELLBEING: Explore and discuss using relevant contexts how the country where the language I am learning promote these / confident attitude to learning. Resources / contexts / knowledge about language which I might need Emphasis on links to English language – formal/Informal / language tone / conventions Encourage pupils to recognise common words in a sequence (First/Then/Next) as a means of retaining the overall coherence of the game / conversation / role play. Raise awareness of the effects of intonation and how it may alter meaning. Preparation of phrases in order to ask for help / clarity / repetition / ask questions / continue conversations (i.e. repair strategies to sustain conversation) Resources / contexts / knowledge about language which I might need Emphasis on links to English language – formal/Informal / language tone / conventions Encourage pupils to recognise common words in a sequence (First/Then/Next) as a means of retaining the overall coherence of the game / conversation / role play. Raise awareness of the effects of intonation and how it may alter meaning. Preparation of phrases in order to ask for help / clarity / repetition / ask questions / continue conversations (i.e. repair strategies to sustain conversation) How I might change my current practice Share learning intentions /objectives with pupils and discuss/generate agreed success criteria (orally and visually) Vary questioning techniques: using closed questions to reassure and open questions to encourage other learners to expand responses and encourage pupils to do likewise when undertaking collaborative activities. Give oral and comment-only feedback: helps learner to improve by acting on strengths and development needs. Encourage pupils to evaluate their own and others’ learning against agreed success criteria / checklist and feedback as above and plan their next steps in learning. Listen to feedback from pupils, teachers, parents, to reflect on teaching/learning experiences. Consider how they may be improved to further support the learners Transfer and apply language skills / teaching strategies / conventions across/between different curricular areas. Make best use of all classroom resources Share learning / individual targets with parents Focus on Lifelong Learning of language skills and learning of a modern language as a valuable social skill. How I might change my current practice Share learning intentions /objectives with pupils and discuss/generate agreed success criteria (orally and visually) Vary questioning techniques: using closed questions to reassure and open questions to encourage other learners to expand responses and encourage pupils to do likewise when undertaking collaborative activities. Give oral and comment-only feedback: helps learner to improve by acting on strengths and development needs. Encourage pupils to evaluate their own and others’ learning against agreed success criteria / checklist and feedback as above and plan their next steps in learning. Listen to feedback from pupils, teachers, parents, to reflect on teaching/learning experiences. Consider how they may be improved to further support the learners Transfer and apply language skills / teaching strategies / conventions across/between different curricular areas. Make best use of all classroom resources Share learning / individual targets with parents Focus on Lifelong Learning of language skills and learning of a modern language as a valuable social skill. How I might evaluate the outcome has been achieved Response to tasks / Observations of paired speaking (e.g. Question and Answer Sessions) Peer evaluations of role-plays / paired speaking against agreed Success Criteria Ongoing gathering of evidence of learning and use of professional judgement How I might evaluate the outcome has been achieved Response to tasks / Observations of paired speaking (e.g. Question and Answer Sessions) Peer evaluations of role-plays / paired speaking against agreed Success Criteria Ongoing gathering of evidence of learning and use of professional judgement Draft Outcome I can participate in a range of collaborative activities, including games, paired speaking and structured role- plays, in a range of realistic contexts and settings located mainly in a country where the language I am learning is spoken. LAN 342MB